Ardkeeran N.S. Blog

An Roinn Oideachais agus Scileanna
Department of Education and Skills
Whole School Evaluation
REPORT
Ardkeeran National School
Riverstown, County Sligo
Uimhir rolla: 15217J
Date of inspection: 02 October 2015

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1. Introduction
Ardkeeran National School is a seven-teacher rural, co-educational primary school under the
patronage of the Catholic Bishop of Elphin. It is located in the village of Riverstown, County Sligo.
There are four mainstream class teachers, a shared learning-support teacher, two resource
teachers, one of whom is not based in this school, and a supply teacher who covers principal
release days in eleven schools. There are 111 pupils enrolled in the school at present. Enrolment
is steadily increasing and attendance is very good. The board of management of the school was
given an opportunity to comment in writing on the findings and recommendations of the report,
and the response of the board will be found in the appendix of this report.
The whole-school evaluation focused on the quality of teaching and learning in English, Irish,
Mathematics and Physical Education.
2. Summary of Findings and Recommendations for Further Development
The following are the key findings:
• The quality of teaching and learning in all four subjects evaluated is very good.
• Pupils’ attainment level in all four subjects evaluated is of a very high standard.
• The members of the board of management are highly supportive of the school. They
work with integrity to ensure that the pupils and staff work in a safe and inclusive
environment.
• All teachers work diligently and collaboratively and plan comprehensively for their
teaching duties.
• The pupils demonstrate motivation, high interest and positive attitudes towards their
work.
• The school is an integral part of the community. The pupils use many local facilities to
support their education and development.
The following main recommendations are made:
• The language theme in Aistear: the Early Childhood Curriculum Framework should be
developed as the oral language theme throughout the school.
• Moltar cur leis an bpolasaí Gaeilge chun ardchaighdeáin a chothú. Ba chóir plean sainiúil
a fhorbairt chun gnéithe éagsúla an chláir teagaisc agus foghlama sa Ghaeilge a shonrú.
(It is recommended that the Irish policy be elaborated to ensure the maintenance of high
standards. A specific plan should be developed, which would outline various aspects of
the teaching and learning programme in Irish.)
• The school should consider engaging in the Active Flag initiative.
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3. Quality of School Management

• The quality of the work of the board of management is highly commendable. The board
complies with departmental regulations and members attend to their duties
conscientiously. Available finances are expended in a highly effective manner to meet
the needs of staff and pupils and to make improvements to the school environment. A
building project is currently underway to build two new classrooms and a learning-support
room to replace existing prefabricated buildings. The board has ensured that the current
school accommodation and classroom areas are suitable and safe. The chairperson and
the acting chairperson are both highly supportive of the principal, staff and pupils.
• The work of the in-school management team is very effective. The principal, who was
appointed in 2011, displays exemplary standards in leading learning in the school. She
involves pupils in a notable array of extra-curricular activities. She works collaboratively
with the deputy principal and they ensure that the school is resourced adequately and
that events are organised efficiently.
• The management of resources is very good. Teachers’ skills are used very effectively to
support all pupils through a team-teaching approach; this is proving very successful. The
board facilitates the attendance of teachers at continuing professional development
(CPD) activities and visiting tutors assist the staff in implementing new strategies. The
ancillary staff contributes enthusiastically to the effective running of the school. A wide
range of resources, including the local environment, is used very effectively to support
teaching and learning.
• The management of pupils is very good. The pupils, in their responses to questionnaires
administered during the evaluation, confirm that they feel safe in school. It was evident
that the pupils are enthusiastic and motivated in their learning. A wide variety of positive
initiatives is implemented where pupils from all classes work together during school time.
• The management of relationships with the parent community is very good. The school
convenes class meetings for all parents at the beginning of each school year. The
expectations in relation to homework are outlined and any new changes in methodologies
or programmes are explained clearly. Pupils receive their homework in a typed format
from their teacher. All parents, in their responses to questionnaires, confirm that the
school is welcoming and that their child enjoys school. Very good communication exists
between home and school. The parents’ association engages actively in a range of
fundraising initiatives to support the school. Parents assist at the biannual Christmas
concert, participate fully in the Green Schools’ activities and provide assistance to
teachers during school events, as needed.
4. Quality of School Planning and School Self-evaluation
• The quality of the school planning and school self-evaluation process is very good. All
administrative and curricular policies have been formulated and updated. This is highly
commendable. However, in order to maintain the high standards in Irish throughout the
school, the Irish policy needs to be augmented to include clear guidance on the teaching
of grammar, vocabulary, creative writing and reading.
• The implementation and impact of school planning and self-evaluation are very effective.
Pupils’ learning outcomes have improved significantly in literacy and numeracy. Teachers
have adopted and implemented a variety of innovative teaching approaches, including
team teaching and problem-solving strategies. Careful collaborative planning, dedicated
teacher input and engagement in CPD activities have resulted in the successful
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implementation of these methodologies. As appropriate, the school documents its
improvement plan and outcomes of school self-evaluation in a report to the school
community.
• All teachers prepare thoroughly and conscientiously for lessons. The quality of resources
prepared by teachers to support learning is highly commendable. They use information
and communications technology (ICT) very effectively to support teaching and learning.
• Confirmation was provided that the board of management has formally adopted the Child
Protection Procedures for Primary and Post-Primary Schools without modification and
that the school is compliant with the requirements of the Child Protection Procedures for
Primary and Post-Primary Schools.
5. Quality of Teaching, Learning and Pupil Achievement
• Tá caighdeán an-mhaith ag na daltaí sa Ghaeilge. Is féidir leo briathra a láimhseáil,
nathanna a úsáid agus tá stór leathan focal ar eolas acu. Tá siad in ann tabhairt faoi
réimsí éágsúla scríbhneoireachta agus tá tuiscint an-mhaith acu ar an ábhar atá
foghlamtha. Úsáideann ha hoidí scéalaíocht, cluichí, teicneolaíocht an eolais agus na
cumarsáide go han-éifeachtach le linn an teagaisc.
(The pupils have achieved a very good standard in Irish. They can manage verbs, use
phrases and they know a bank of vocabulary. They can write in a variety of written
formats and they are knowledgeable of any work taught to them. The teachers use storytelling,
games and ICT very effectively in their teaching.)
• The quality of teaching, learning and pupil achievement in English is very good. The
standards achieved in English are very noteworthy. A wide range of poetry, nursery
rhymes, spelling and grammar is taught consistently. Learning outcomes in reading are
differentiated and challenging. There is a very strong emphasis on the use of novels in
the school. Pupils are avid readers and libraries are well-stocked. The creative writing
process is implemented systematically and pupils write impressively for a range of
audiences in a legible, cursive script. Corridors and learning settings are all print-rich and
display pupils’ creative outputs. Drama, brainstorming, debating and Aistear: the Early
Childhood Curriculum Framework are all used very successfully to support pupils’ oral
language development. However, it is recommended that the language theme in Aistear
be developed as the oral language theme throughout the school.
• In Mathematics, the quality of teaching and learning is very good. Pupils are achieving
very well and regular assessment is undertaken. The interactive whiteboard is used
judiciously by teachers during lessons, where tables, concepts and the language of
mathematics are all taught comprehensively. Concrete materials, target boards, games
and mini-whiteboards are used regularly and effectively to support pupils’ active
engagement. The approaches undertaken in respect of problem solving and talk and
discussion are commendable. Very effective collaborative teaching supports pupils’
learning. It is advised that planning for linkage be given further emphasis.
• The quality of teaching, learning and pupil achievement in Physical Education is very
good. There is very good breadth and balance in the integrated programme of work and
this caters for the abilities, interests and needs of all pupils. There is very good
engagement by pupils in team sports and paired sports. Noteworthy emphasis is placed
on ensuring safety during activities. There are praiseworthy links with the local community
where pupils avail of the many facilities in the locality. The school works effectively with
local organisations and visiting coaches. The school’s success in competitions is highly
commendable. As the school participates in such an impressive, broad range of sports, it
should consider making an application for engagement in the Active Flag initiative.
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• The overall quality of teaching, learning and pupil achievement is very good. Very
dedicated staff deliver the curriculum competently. A wide variety of resources is used
ably to enrich teaching and learning. Pupil achievement in all four subjects evaluated is
highly commendable. Assessment practices are noteworthy.
6. Quality of Support for Pupils
• The quality of support for pupils with special educational needs is very good. There is a
staged approach to the identification of pupils requiring support. A range of strategies is
used competently to ensure maximum participation by those who require most support.
The in-class model of support is highly effective.
• The quality of teaching approaches and interventions for pupils with special educational
needs is very good. Teachers ensure that the content, methodologies, learning tasks and
activities, which support and challenge the diversity of pupils’ learning needs, are
implemented in a skilful manner. A number of staff have engaged in CPD with regard to
teaching in support contexts.
• The quality of outcomes and progression of pupils with special educational needs is very
good. Pupils’ literacy skills, numeracy skills, social skills, language skills, listening skills
and life skills are taught very effectively. This impacts positively on pupils’ achievement.
Pupils work purposefully and follow well-planned programmes which are appropriate to
their needs and abilities.
Published November 2015
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Appendix
SCHOOL RESPONSE TO THE REPORT
Submitted by the Board of Management
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Area 1 Observations on the content of the inspection report
The board of management of Ardkeeran NS accepts and welcomes the findings of this inspection
report. We are pleased that the main strengths of the school have been identified and we feel that
it is an accurate reflection of the high standards of teaching and learning in our school. We
appreciate that the work and commitment of the whole school community is recognised and the
contribution of the pupils, parents, teaching staff, ancillary staff and board of management is
acknowledged.
This report affirms our pride in our school and will help us as we continue to support the
education and development of our pupils.
Area 2 Follow-up actions planned or undertaken since the completion of the inspection
activity to implement the findings and recommendations of the inspection
1. A whole school approach to the language theme in Aistear will be developed and this
should be fully implemented within this school year.
2. Irish is our next subject for School Self Evaluation and as part of this process there will be
a complete review of our Irish policy.
3. We will begin the process of applying for our Active Flag.